improving today independence community school d...the three areas independence community school...

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Improving Today

For a Better Tomorrow

2005-2006

Annual Progress Report

As you look and study this Annual Progress Report, it is my hope you see we are headed in a direction only talked about in the past - becoming a lighthouse district - enabling our students’ successes. This past year our Curriculum Coordinating Council and the Board of Education approved a new academic logo for our district. This logo speaks volumes about what we do in our district. “Improving Today, for a Better Tomorrow,” is not a cliché. The level of expectations for our students has increased as well as the accountability expected of them. No longer are we accepting failure as an option. Our staffs’ are committed to excellence and prove it on a daily basis. They are a caring group of professionals seeking excellence in what they do. As you look at our results, please take notice of our Operating Principles and Beliefs. It is through a joint effort, involving all stakeholders, where true success for each individual student becomes a reality. I thank you in advance for taking the time to read this report and encourage you to contact us with any questions you may have concerning the direction we are headed.

Devin Embray, Superintendent

Independence Community School District

Board of Education

2005-2006

Kevin Greenley –President Marty Brown

Bob Reiff Dawyne Sturtz Shelly Whited

Chris Kimball – Secretary Devin Embray - Superintendent

Vision Creating a climate in which individuals of the Independence Community School District will strive to become:

• effective communicators, • problems solvers, • responsible citizens, and • productive people

Mission Educating people to be life-long learners and

respectful, responsible citizens

Beliefs • All people want to succeed and are

capable of learning • By providing a save environment we

promote success • Diversity is an asset that must be

dignified and respected • Have high expectations for all

according tot heir potential • Our resources should promote

student achievement • Problems are opportunities for

improvement

Academic Achievement Student Performance Levels

What do the numbers all mean? How will I know when students are achieving academically?

Many measures are used to gauge student achievement. The most widely

known are the standardized tests – the Iowa Test of Basic Skills (ITBS), given in elementary and middle school, and the Iowa Tests of Educational Development (ITED), given in high school.

The three areas Independence Community School District must report to the state for these tests are in Math, Reading, and Science. The following reports show the number of students who scored at the proficient level at each grade level. According to the state, the definition of proficient is: Total Proficient = 41st to 99th percentile (combined intermediate and high levels)

• This school year we are only required to include 4th grade, 8th grade, and

11th grade. • Next school year we will report to the state 3rd through 8th grade and 11th

grade. • Growth is important to measure, so some of the statistics you will see will

tell you how much one class has improved over years prior.

Facts AT-A-GLANCE

41% The percentile rank students must attain in order to be considered proficient by the state of Iowa on the ITBS or the ITED standardized tests 5 The number of long-range goals the Independence Community School District is focusing on accomplishing. Increasing student achievement in Reading Comprehension, Mathematics, Science, Technology integration, and making students feel safe at school are areas of concentration to enhance student learning 5 The number of principles of a Learning Community assisting the Independence Community School District in becoming a district of high academic achievement 3 The number of years completed in the curriculum process. Math, Science, Technology, 6-12 Language Arts, Family and Consumer Sciences, Physical Education, and Guidance all have Grade Level Expectations and Components in place for the fall of 2006

Curriculum Revision Cycle Curriculum is written on a five-year cycle. Math completed year 3,

Science and Technology finished year 2 and Language Arts and Health finished year 1 during the 2005-2006 school year.

Curriculum Area Chosen

by Long-Range

Calendar

Subject Area

Committee Chosen

Year 1

Year 2

Year 3

Year 4

Year 5

Train on Writing Curriculum

Validate Curriculum

Validate Curriculum/

Write Common

Summative Assessments

Validate Assessments

Take the Year Off!

Principles of a Learning Community

The Independence Schools believes and works toward the following principles of school

improvement: Shared Mission, Vision and

Beliefs Collective Inquiry

Collaborative Teams Action Orientation and

Experimentation Continuous Improvement

Independence Community School District has a new academic logo representing our mission, vision, and belief for all students. It will appear along with the

Mustang as an academic symbol for our schools.

Operating Principles and Beliefs Accomplishing Curriculum and Instruction

Roles and Responsibilities

Achieving the mission of the Independence Community School District is an interactive process that requires communication among the students, parents, teachers, principals, district personnel and the Board of Education. As partners in education, all stake holders are responsible to know and understand what is happening in the area of curriculum, instruction, and assessment. There is knowledge, skills and behaviors the district expect each of the groups to exhibit in their behavior assisting in academic achievement. Students and parents are listed below: Students:

Know and understand the Grade Level Expectations and possible consequences attached to not passing a GLE

Know teaching and re-teaching requirements for their teachers and show responsibility for fulfilling obligations by utilizing the time set aside to complete necessary course work

Know and explain the strategies used by teachers in their classrooms and be able to use the strategy independently

Use acquired skills of organization, listening, cooperation, and self-discipline

Maintain a positive attitude in the classroom and in the community

Ask for assistance when needed Parents:

Know and understand the Grade Level Expectations and possible consequences attached to not passing a GLE

Know teaching and re-teaching requirements of their child’s teacher

Use skills of cooperation, listening and questioning

Model positive behavior for their children Support the school’s effort and the

consequences in place to increase student achievement and learning

Reinforce skills at home Ask questions of teachers and administration Attend Parent/Teacher conferences Check frequently on student progress

2005-2006 Curriculum Coordinating Council Members

The Curriculum Coordinating Council [CCC] is the School Improvement Committee who discusses and makes decisions related to all areas of

Curriculum, Instruction, and Assessment. Consisting of Administrators, School Board, AEA, Guidance, Parents, and Teachers, this group’s focus remains on providing the best education to students in our district. The

members this past year were: • Devin Embray, Superintendent • Mary Cooksley, Director of Curriculum and School

Improvement - Facilitator • Dawyne Sturtz – School Board • Ken Howard – Elementary Principal • Dr. Mary Jean Blaisdell – Elementary Principal • Meredith Miller – Middle School Principal • Karl Kurt – High School Principal • Bret Adams – HS Guidance Counselor • Mickey Crawford – Parent • Anne McMillan – Parent • Casey Reinkoester – Juvenile Court Liaison • Jeff Struck – AEA 267 Consultant • Robin Crawrford – 1st grade teacher • Donalyn Pogue –Kindergarten teacher • Kay Grover – 4th grade teacher • Diane Kinseth - 5th grade teacher • Marilyn Freeman – 8th grade teacher • Chris Hoover – 7th grade teacher • Judy Olsen – HS Media Specialist • Joel Dinger – HS Social Studies teacher • Tracy Steger – HS Language Arts teacher • Buffy Campbell – HS Art teacher and CCC Secretary

Content and skills

taught

Curriculum

Curriculum Instruction Assessment

Instruction

Delivery of content

Assessment

How to determine student learning

The Triangle

of Teaching

and Learning

`

Facts AT-A-GLANCE

123 Number of classroom teachers in the Independence Community School District in 2005 – 2006 4 Number of Principals in the district – 1 at East Elementary, 1 at West Elementary, 1 at the Middle School and 1 at the High School 76% Percentage of teachers whose education goes beyond a Bachelor’s degree (BA) 24% Percentage of teachers who have earned their Master’s Degree (MA) 17% Percentage of teachers who have attained an education beyond their Master’s Degree 96.7% Percentage of Science students in Kindergarten through twelfth grade who passed all of their Grade Level Expectations during the 2005-2006 school year 97.3% Percentage of Mathematic students in Kindergarten through twelfth grade who passed all of the Grade Level Expectations during the 2005-2006 school year

“It is evident we have great teaching going on within our district. It doesn’t take a person long to see that most students are learning and doing so at a high level once they look at the

test results, but we would be negligent to become satisfied with those results. Our quest is to become the best at what we do –

high student achievement is one major aspect of that.”

Devin Embray, Superintendent of the Independence Community School District

Learning Teams Target Reading Comprehension in

their Classrooms

In 2004-2005 the Independence Community School District was placed on a “watch list” because our eighth graders did not perform well on the ITBS Reading Comprehension test. Emphasis across the grades and the curriculum has taken place to increase students’ reading comprehension skills – an area making the greatest impact and an area impacting the most students. Strategies of Summarizing, Note taking, use of Graphic Organizers and Vocabulary were chosen by Learning Teams across the district to make an impact on student learning, skills, and achievement. Monthly implementation logs were kept and teachers reflected regarding students’ use of the chosen strategy within their content area. Teachers also reflected on the fidelity of the implementation – how well the strategy was used by the teacher themselves. Assessing both elements allowed teachers to improve instruction and assessment in their classroom. Learning Teams also concentrated professional development days on looking at ways to improve their curriculum. The triangle of learning was emphasized across the district in the attempt to increase student learning and student achievement.

Accountability to Grade Level Expectations Making an

Impact

Grade Level Expectations, or GLE’s as they have become known, were implemented in Math, Science, and Technology during the 2005-2006 school year. As a result of the higher accountability to learning content in these areas, the district saw many academic gains as reported on the ITBS and ITED standardized tests. These tests help confirm what is happening in the classroom – students are learning content and are not being allowed to pick and choose what they want to learn. The Curriculum Coordinating Council determined that passing all Grade Level Expectations in a grade or a course is required in order to be successful learners, so students are responsible for attending re-teaching sessions and are re-assessed on those concepts. It is our pledge to reduce the number of students who choose failure as an option to learning. You will see in the test scores reported in this document, students are achieving at a higher level as a direct result of the aligned curriculum and higher accountability attached to learning.

Mary Cooksley, Director of Curriculum

and School Improvement

District Long-Range Goal #1: All students will perform at high levels in reading comprehension, promoting success beyond high school.

Reading Emphasized in Professional Development

Throughout the 2005-2006 school

year teachers across the district implemented reading

comprehension strategies to increase skills and the achievement

level of students. Summarizing, note taking, graphic organizers and vocabulary strategies were used in Physical Education classrooms to Language Arts classrooms. The

results in the following graphs show how the teachers’ and students’

efforts were rewarded.

Summary of Achievement Academic achievement can be measured in terms of growth and also by comparing one grade’s performance with another grade’s performance. The state measures achievement by using comparisons. 4th grade dropped slightly overall, but student’s in the 90Th percentile and higher increased their proficiency levels from the prior year. 8th graders leapt ahead of the year before in proficiency as did the 11th graders. As a result, the Independence Community School District will no longer be on the “watch list” in the area of Reading Comprehension.

4th Grade ITBS Reading Comprehension Proficiency15

.69%

67.6

5%

16.6

7%

84.3

2%

18.7

5%

64.5

8%

16.6

7%

81.2

5%

23.1

6%

49.4

7%

27.3

7%

76.8

4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Low Intermediate High Total Proficient

Perc

ent P

rofic

ient

(2003-2004) Fall (2004-2005) Midyear (2005-2006) Midyear

11th Grade ITED Reading Comprehension Proficiency

16.2

4%

64.9

6%

18.8

0%

83.7

6%

26.9

2%

60.0

0%

13.0

8%

73.0

8%

19.6

9%

66.1

4%

14.1

7%

80.3

1%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Perc

ent

Prof

icie

nt


8th Grade ITBS Reading Comprehension Proficiency

68.2

2%

45.6

1%

42.1

1%

12.2

8%

54.3

9%

21.9

3%

71.9

3%

6.14

%

78.0

7%

10.0

8%

58.1

4%

31.7

8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Perc

ent P

rofic

ient


Total Proficient

Male Female Economically Disadvantaged

Disability

76.84%

71.43%

84.62% 58.62% 42.31%

Total Proficient


Disability

78.07% 81.63% 75.38% 57.58% 15.79%

Total Proficient


Disability

80.31% 78.79% 81.97% 77.78% Not

Applicable

Facts AT-A-GLANCE

ITBS/ITED Reading

Comprehension Scores

3rd Grade 77.42% 5th Grade 74.25% 6th Grade 71.43% 7th Grade 79% 9th Grade 72.31% 10th Grade 77.10% Fresh Start A learning community for new staff in the Independence Community School District, consisting of new teachers to the teaching profession, as well as those new to the district. Fresh Start provides networking, support, and learning opportunities beyond the Mentoring and Induction Program offered by the local Area Education Agency in Cedar Falls

“I like that the teachers are nice and caring and always have high expectations for everyone in class.”

Independence 5th grade student

4th Grade Reading Comprehension Proficiency by Sub Group

The following scores show the percent of students proficient in the 4th, 8th and 11th grade in four subgroups on the ITBS/ITED reading comprehension test. (Proficient = 41% or higher)



“The best teachers are also learners, and the best

learners are also teachers.”

~Todd Whitaker

Reading Comprehension will continue to be a focus during the

2006-2007 school year. Using multiple strategies will impact the

most students and make the greatest impact across the curriculum.

Students who are struggling readers will receive extra assistance next

year. Without a solid foundation in reading comprehension, students’ learning in all areas will feel the

impact.

District Long-Range Goal #2: All students will perform at high levels in Mathematics, promoting success beyond high school.

Math Scores Show Improvement

The last two years aligning curriculum and assessments in the area of Mathematics have led to

higher achievement levels on standardized tests, but the real worth is measured in the amount of math

skills gained. Higher accountability, as well as not allowing failure as an

option, is standard practice in classrooms. The focus next year will

be on using varied instructional techniques and utilizing formative

assessment to make an even greater impact in the classroom.

Summary of Achievement Achievement levels have increased in almost each grade this year in Mathematics. This year’s 8th graders increased the score tallied by last year’s 8th grade by 7% and this year’s 11th grade increased the percent of proficient students over last year’s 11th graders by 11%. Sixth graders did not score as high as last year’s sixth graders, but those scoring in the 90th percentile and higher increased and we decreased the number who scored below the 41st percentile. We did see growth in many students and reduced the gap seen at this grade level in spite of the overall decrease.

4th Grade ITBS Math Proficiency

21.5

7%

61.7

6%

16.6

7%

78.4

3%

16.4

9%

60.8

2%

22.6

8%

83.5

0%

20.0

0%

48.4

2%

31.5

8%

80%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Perc

ent

Prof

icie

nt


8th Grade ITBS Math Proficiency

27.1

3%

55.0

4%

17.8

3%

72.8

7%

38.6

0%

50.8

8%

10.5

3%

61.4

0%

31.3

0%

56.5

2%

12.1

7%

68.7

0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Perc

ent

Prof

icie

nt

(2003-2004) Fall (2004-2005) Midyear (2005-2006) Midyear11th Grade ITED Math Proficiency

12.8

2%

63.2

5%

23.9

3%

87.1

8%

23.0

8%

57.6

9%

19.2

3%

76.9

2%

11.8

1%

62.2

0%

25.9

8%

88.1

9%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Perc

ent

Prof

icie

nt


Total Proficient


Disability

80% 80.36% 79.49% 62.07% 50%

Total Proficient Male Female Economically

Disadvantaged Disability

68.7% 71.43% 66.67% 55.88% 10.53%


Disadvantaged

88.19% 90.91% 85.25% 88.89%

Facts AT-A-GLANCE

ITBS/ITED Math Scores

3rd Grade 78.82% 5th Grade 81.82% 6th Grade 79.55% 7th Grade 77.78% 9th Grade 80% 10th Grade 82.44% Assessment Method of determining knowledge level of a student Formative = during instruction – assessment for learning Summative = at the end of instruction – assessment of learning

“Teaching kids to count is fine, but teaching them what counts is best”

Bob Talbert

4th Grade Math Proficiency by Sub Group



The following scores show the percent of students proficient in the 4th, 8th and 11th

grade in four subgroups on the ITBS/ITED mathematics test. (Proficient = 41% or higher)

(Proficient = 41% or higher) The following scores show the percent of students proficient in the 4th, 8th, and 11th

grade in four sub groups.

During the 2005-2006 school year the Math Subject Area Committee aligned their assessments

(how to tell if students have learned) with the Curriculum (what student’s learn – the content).

This allows the teacher and parents to know students are being measured on what they were

taught in the curriculum.

“We are in the beginning phases of learning about all

that a true learning community is and the potential that this has

for our staff and students.”

Anonymous Teacher

District Long-Range Goal #3: All students will perform at high levels in Science, promoting success beyond high school.

Science Focus is on Inquiry

The Science Subject Area Committee and science teachers across the district have focused on Science

Inquiry and the Scientific Method. Hands-on science is the key to

exploration, higher level thinking and questioning by students.

Experiencing science allows students to become engaged and excited about

science. The curriculum has been written with this emphasis and many

resources have been purchased to create exploration opportunities for students and promote higher level

thinking.

Summary of Science Achievement

Science achievement has increased across the grades in Independence Community

School District. 8th graders this year scored 3% points higher than last year’s

class and 11th graders increased the percent proficient from 78% to 87%. The Science test

is reported for students in 6th to 11th grade.

“The FOSS kit we have been using in science really helped the class

understand magnets and electricity. The kids understand circuits,

insulators, conductors and sources.” Linda Smith

5th Grade teacher

“It was fun setting up the motor to the light bulb and D cell. I liked it

because it was hands-on. We got to learn how to do it, not just using a

book.” Jeff Brockmeyer

8th Grade ITBS Science Proficiency

22.4

8%

65.1

2%

12.4

0%

77.5

2%

24.5

6%

57.0

2%

18.4

2%

75.4

4%

15.7

9%

70.1

8%

14.0

4%

84.2

1%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Per

cent

Pro

ficie

nt


11th Grade ITED Science Proficiency

15.5

2%

62.0

7%

22.4

1%

84.4

8%

21.5

4%

57.6

9%

20.7

7%

78.4

6%

12.7

0%

63.4

9%

23.8

1%

87.3

0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Perc

ent

Prof

icie

nt



Disadvantaged Disability

84.21% 83.33% 84.85% 69.7% 38.89%


Disadvantaged

87.3% 89.23% 85.25% 81.48%

Facts AT-A-GLANCE

6th Grade 88.78% 7th Grade 88.12% 9th Grade 80.77% 10th Grade 82.44% 118 Number of diplomas given at high school graduation in 2006 – in 2005 112 diplomas were received 1409 Official number of students enrolled in the Independence Community School District during the 2005-2006 school year 0.00% Percentage of students, reported by the State, considered to have dropped out of school during the 2004-2005 school year compared to 2003-2004 school year of 2.29% (this data is always reported one year behind)

“The principal goal of education is to create people who are capable of doing new things, not simply repeating what other generations have done – people who are creative, inventive discoverers.” Jean Piaget

8th Grade ITBS Science Proficiency by Sub Group

11th Grade ITED Science Proficiency by Sub Group

The following scores show the percent of students proficient in the 4th, 8th and 11th

grade in four subgroups on the ITBS/ITED Science test. (Proficient = 41% or higher)

“Do you ever just look out there and wonder?”

An Independence High School Astronomy student, while viewing the

sky on a star-gazing night.

Observation/Collect Information

Hypothesize

Perform an Experiment

Draw Conclusions

Identify the Problem Steps of the Scientific Method Report and

analyze the data

High School Middle School West Elementary

East Elementary

South Elementary

3 PC labs 1 Macintosh lab

1 PC Mini Journalism lab

1 Macintosh mini lab

2 Macintosh labs – one in Media Center

and a keyboarding lab

1 Macintosh lab

1 Macintosh lab

1 Macintosh lab

District Long-Range Goal #4: All students will use technology to support and enhance their learning environment and the content strategies used in developing proficiency in reading, math

and science.

District Long-Range Goal #5: All students will be safe and connected to school.

Computer Facts – ICSD

• Each classroom has at least one computer in addition to the labs available in each building

• Each classroom has internet access and e-mail

• A new wireless 12 station laptop mobile lab was purchased for HS Science for next year

• The HS business lab has been updated for 06-07

• A new technology class is in place for sixth graders beginning in 20 06-2007 school year

• Additional keyboarding will be given to 5th graders next school year

• A Poly-com camera was donated to the district to provide real-time access to locations around the country and the globe

• Public Access Channel 8 provides district information

District Computer Labs

Technology Continues to Grow Across the District

Substantial work was completed during the 2005-2006 school year to improve computer hardware and

technology integration across the district. We are constantly looking at ways to ensure students are

provided with the technology that will allow them to be successful after high school. We continually update our current systems and look for ways to

incorporate the latest techniques and programs within the curriculum to provide hands-on experience to our students. Science teachers this year were shown how

to utilize streaming video in their classrooms. Elementary teachers were given a demonstration of

graphic organizer software Kidspiration, and an interactive white board (Smart Board) will be placed

in a classroom next year at the high school. All of the training and updating will better serve the needs of our

students in the future.

Goals of Respect and Protect

1. Reduce the severity and frequency of, and work towards eliminating all incidents of violence in the school setting.

2. Ensure the safety and well being of students and staff

3. Eliminate enabling and the tolerance and entitlement that enabling allows

4. Create a safe, supporting, nurturing atmosphere highly conducive to learning

Understand “S.L.R.R.P.”

Stop the behavior

Look at the definition poster

Read the rule and definition

Review the behavior

Promise positive action

Number of times students reported being bullied during the school year

44.6

0%

34.8

0%

11.5

0%

9.00

%

45.2

0%

35%

10.4

0%

9.30

%

45.5

0%

34.7

0%

7.80

%

12%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Never 1 or 2 3 to 5 6 or moreHow many times during the year?

Per

cent

2003 2004 2005

Computer Facts – ICSD • Each classroom has at least one

computer in addition to the labs available in each building

• Each classroom has internet access and e-mail

• A new wireless 12 station laptop mobile lab was purchased for HS Science for next year

• A new technology class is in place for sixth graders beginning in 2006-07

• Additional keyboarding will be given to 5th graders next school year

• A Ply-com camera was donated to the district to provide real-time access to locations around the country and the globe

• Public Access Channel 8 provides district information

Areas of Strength Areas Needing Additional Concentration

• High Expectations and High Standards for students

• Collective Decision-making – increase teacher leadership

• Professional Development target is focused on student learning and goals – high expectations for teachers to engage in professional development

• Teacher influence on professional development

• Learning Community principles

• Principals have an interest in professional development and have a strong academic focus

• Better communication • Protect instructional time

• Increased understanding of achievement gaps

• More team oriented than have been in the last 5 years

Degree Held # of Teachers % of Teachers

Bachelors Degree (BA) 29 24 BA +15 18 15 BA +30 26 21 Masters Degree (MA) 29 24 MA +15 8 6 MA +30 13 11

Facts AT-A-GLANCE

73.8% Percentage of teachers who are proud to tell others they work in the Independence Community School District 80.3% Percentage of teachers who feel the district holds high expectations for our schools and high standards for its students 75.4% Percentage of teachers who feel all teachers responsible for instruction are included in training and learning opportunities and collaboration. There is an expectation that all teachers are engaged in professional development 83.6% Percentage of teachers who said the professional development target is focused on student learning goals 60.7% Percentage of teachers who feel there is adequate time allotted for collaboration

“Vision without action is merely a dream. Action without vision just passes the time. Vision with action

can change the world.” Joel A. Barker

This spring, students and faculty across the Independence Community School District took part in a needs assessment survey to assist in determining areas of strength across

the district and areas we need to concentrate our efforts more heavily in the district.

Students were asked questions reflecting their perspective on programming, culture and climate, and classroom instruction. The faculty was asked questions about the vision, mission, curriculum, instruction, assessment, professional development, climate and

culture, data collection, and leadership of the district as well as their individual building. This information was compiled and shared with all teachers and administrators. The

results of the survey were studied, and as a result, areas of concentration for next school year are being planned and coordinated.

The following are areas of strengths and areas where additional concentration is needed

based on the needs assessment given this spring:

Needs Assessment Survey Helps to Define Areas of Strength and Areas Needing More Concentration

East Elementary Dr. Mary Jean Blaisdell, Principal 211 Ninth Avenue Southeast 334-7425

Middle School Meredith Miller, Principal 1301 First Street West 334-7415

West Elementary Ken Howard, Principal 1103 First Street West 334-7430

High School Karl Kurt, Principal 500 Fifth Avenue Southeast 334-7405

Buchanan County Success Center Tammy Ryan, Coordinator

Karl Kurt, Principal 331 First Street East 334-7440

Non-Profit Org. U.S. Postage

PAID Permit 197

Independence, IA

Independence Community School District 1207 1st Street West Independence, Iowa 50644

Independence Community School District 2005-2006

Devin Embray, Superintendent Mary Cooksley, Director of Curriculum and School Improvement

Chris Kimball, Business Manager Nancy Michels, Food Service Director

Mike Donnelly, Transportation Director Brad Johnson, Technology Director

Contact Information

Central Office 1207 1st Street West Independence, IA 50644 319 334-7400

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